First Came the Trees, Then the Forest: Developmental Changes during Childhood in the Processing of Visual Local-Global Patterns According to the Meaningfulness of the Stimuli

Autor/inn/en	Poirel, Nicolas; Mellet, Emmanuel; Houde, Olivier; Pineau, Arlette
Titel	First Came the Trees, Then the Forest: Developmental Changes during Childhood in the Processing of Visual Local-Global Patterns According to the Meaningfulness of the Stimuli
Quelle	In: Developmental Psychology, 44 (2008) 1, S.245-253 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Stimuli; Children; Cognitive Processes; Perception + Suchen Sie Ihr Suchwort? Anreizsystem; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Wahrnehmung
Abstract	This study investigated how global and local perceptual processes evolve during childhood according to the meaningfulness of the stimuli. Children had to decide whether visually presented pairs of items were identical or not. Items consisted of global forms made up of local forms. Both global and local forms could represent either objects or nonobjects. In dissimilar pairs, items differed at one level (target level), while the other level included similar forms on both sides (irrelevant level). The results indicate an evolution from local preference at 4 years of age to adult-like global preference at 9 years of age. Moreover, as previously reported in adults, regardless of age, identification impaired performance when the irrelevant level was made of objects and the target level was made of nonobjects (interference). However, in younger children, this interference existed even when objects were present at all levels, suggesting that the strategy used to perform the comparison task also varied according to age. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10